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Members 8025Messages 2613471 Today 9 Topics 127501 |
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for exampel |
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Present day state of musical education in Italy, particularly at primary school, is relatively very old fashion, when it is not absent at all. The principal reason of this situation belongs to the historical- educational memory which has characterized our daily personal relation with music. Notwithstanding the several founds in neuron cognitive science, still now music is thought to as “something for insiders” only, which means that if you want to do it, you have to be “especially and somehow obscurely designated to it”. This conviction denies any chance to do music, simply because no one – at least a very few – could be one day become Mozart. Furthermore to an ordinary thinking belongs a believe that art is art just because it is genial, and somehow, incomprehensible. This believe does not affect any other science or art: we learn how to read and write without having a target to become as one of a kind as Dante Alighieri. The main motivation (Research Hypothesis) of this study is to be able to demonstrate that the “music issue”, conceived in an educational perspective, is strictly related to a more general “methodological issue”. In other words, the surviving strength of a communicational typology is directly proportional to its prestige, as a recent research appeared on magazine Nature has demonstrated (August/21/2003, Abrams D. & Strogatz S.). For these reasons music exists and will exist, independently on a real cognitive comprehension of its constitutional procedures. If this is true, it is also true an effective and urgent comprehension of all cognitive mechanisms related to a de-codification of any sound organized in a musical style, even if it is an emotional communication. Actually our brain always decodes , even on a neo cortical level, throughout a synergetic action with the limbic area. Summing up, there is no one only rational message. Any message – always – is also an emotional one. In this contest is given the Orff-Schulwerk’s & Marcello Napoli methodology |
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according to which musical education is mainly “education to the naturalist of biologic rhythm”. Before being organized in sounds, music is rhythm, “tactus”, that is accent. So music is essentially movement, that is accented time. Briefly, it is important to remember that Orff & Marcello Napoli methodology utilizes simultaneously the three main human communicative channels: movement, language and music. |
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HAHAHAHAHAHAHAHAHAHAHAHA |
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and now a link on spanish ;;:::OO)))) (this is very nice) |
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i can translate it to in english when i finish reading it, if you really interested cos it requires a bit of work. i'm halfway through, it's good stuff. |
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